In my hybrid course, more time is needed to ensure that students have time to practive oral presentations, to receive peer feedback, and to get peer reviews on written asssignments. Initially, I would explain the assignment in-class and students would submit it online. If we had time, we would share briefly (2-3 minutes per student). The results were rushed work with only average results.
I changed the requirements for every assignment and every in-class presentation by requiring students to post it to the Discussion Forum 4-7 days prior to the official due date and to provide peer feedback to 3 or more peers. Oral presentations are done online via the media tab, and not only do they get feedback from me, but they also receive peer feedback. I have found that this has tremendously improved the quality of work and has created a much a greater sense of community among the students.
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Comments
Excellent job Rachel! You saw a problem, came up with a strategy to address it, implemented it, and saw significant improvement. It was a great example of the action research cycle. One thing - as I develop my new online course, I want to implement your ideas since my students do presentations also. Imitation is the sheerest form of flattery!
Hi Rachel,
I do presentaitons with my hybrid class as well and time is always a limitation. One question--how do you ensure that the students not only provide feedback, but more importantly provide feedback that is useful to the student? Is there a rubric and/or instruction that you do to help students provide appropriate and useful feedback?
Rachel, I think this is a great way of maximizing the unique qualities of in-class vs. online interaction. Certainly the results panned out.